Tusome Balanced Literacy Intervention Approach and Its Influence on Learning of English Literacy among Grade One Pupils in Kirinyaga County, Kenya
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Date
2025-11
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Kenyatta University
Abstract
This study examined the influence of the Tusome Balanced Literacy Intervention Approach (TBLA) on the learning of English literacy among Grade One pupils in Kirinyaga County, Kenya. The descriptive survey research design was employed, guided by Krashen's Second Language Acquisition Theory, which postulates that language is best acquired through comprehensible input, understanding messages slightly above one's current proficiency level. The study was conducted in Mwea West Sub-county, Kirinyaga County. Its objectives were to: (1) determine the extent to which teachers utilise the TBLA in teaching English to Grade One pupils; (2) assess the influence of the TBLA on the English language learning; and (3) identify challenges encountered in implementing the TBLA in teaching English among Grade One pupils in selected schools. The target population comprised Grade One pupils and their teachers. The target population for the study comprised 19,191 respondents: 444 ECDE teachers, 9,427 boys, and 9,520 girls, drawn from 198 ECDE centres in Kirinyaga County. Using Slovin's formula, a sample size of 391 respondents comprising 271 teachers and 120 pupils from 60 ECDE centres was selected to represent the target population. Data were collected through observation, document analysis and questionnaires. Qualitative data were transcribed and analysed using content analysis, while relationships between categorical variables were examined using the Pearson chi-square test at a 0.05 significance level. The findings revealed that all sampled schools had adopted the Tusome early grade literacy intervention to enhance learners' reading levels. However, not all teachers effectively applied the balanced literacy strategy in their English instruction. Common teacher strategies included guiding pupils in using learning materials, integrating media-based learning programs, involving parents in home reading, encouraging rereading for fluency, and providing charts and homework exercises. Key challenges in implementing the Tusome programme included limited parental involvement, low community prioritisation of education, teacher shortages, and inadequate funding. Despite these constraints, the study concluded that the Tusome literacy intervention positively impacted English language learning among Grade One pupils in Kirinyaga County. Improved performance in other subjects was also linked to the programme's effectiveness. Although most learning resources, such as books, teaching aids, and visual materials, were available, they were insufficient. The study recommends that the government provide adequate textbooks, exercise books, and instructional materials to support the programme. Additionally, the Kenya Institute of Curriculum Development should integrate Tusome pedagogy into pre-service primary teacher training to ensure teacher candidates acquire the necessary instructional competencies. The study findings are valuable to policymakers, curriculum developers, and teacher educators in improving literacy instruction practices and in strengthening teacher preparation for early-grade English literacy development
Description
A Research Project Submitted in Partial Fulfilment of the Requirements for the Award of A Masters Degree in the Department of Early Childhood and Special Needs Education, School of Education, Kenyatta University, November, 2025
Supervisor:
1.Wanjohi Githinji